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24 novembre 2017
- handle: 10670/1.vombkz
- hal: hal-04185803
- doi: 10.1080/08985626.2017.1376515
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info:eu-repo/semantics/altIdentifier/doi/10.1080/08985626.2017.1376515
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Caroline Verzat et al., « Teaching proactivity in the entrepreneurial classroom », HAL-SHS : sciences de l'éducation, ID : 10.1080/08985626.2017.1376515
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This article examines the extent to which a proactive attitude can be considered a component of the entrepreneurial mindset and can be learned in the entrepreneurial classroom. We test the impact on students’ proactive attitude of two different teaching methods: a teacher-directed approach and a self-directed learning approach. We include group potency and emotions as variables that may moderate proactivity learning outcomes. Our sample is composed of 281 Master students in a French business school. Using a mixed methodological approach, the results demonstrate that the proactive attitude can be learned and that collaborative teamwork, a creative team spirit and positive emotions contribute to its development. We offer guidelines for the pedagogical design of EM education, an alternative tool to assess its impact, and a better understanding of emotional factors associated with group potency in student entrepreneurial teams.